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Academies and Free Schools in England: A History and Philosophy of The Gove Act (Routledge Research in Education Policy and Politics)
by Adrian HiltonAcademies and Free Schools in England argues that there is a high degree of philosophical consensus and historical continuity on the policy of ‘academisation’ across the main political parties in England. It attempts to make sense of what are all essentially free schools by interviewing the architects of policy and their closest advisors, analysing the extent to which they invoke historical expressions of conservatism and/or liberalism in their articulation of that convergence. The book offers a unique insight into educational policy-making during the Conservative/Liberal-Democrat coalition era (2010-2015), and an in-depth analysis of the nature of liberty as it relates to state education in England. Providing original interview transcripts of the key reformers, and new accounts of a sometimes contentious history, Hilton identifies an elite ‘policy community’, connected by educational background, moral-religious frameworks, life experiences and shared networks of common ideology. Academies and Free Schools in England will be vital reading to academics and researchers in the field of education and education policy. It will also be of great interest to school governors, business leaders, political philosophers and those involved and interested in free schools.
Academies, Free Schools and Social Justice
by Geoffrey WalfordAcademies were introduced by Labour in 2000 and first opened their doors in 2002, but during Labour’s time in power the nature of the Academies changed. At first they were designed to replace existing failing schools but, by 2004, the expectation had widened to provide for entirely new schools where there was a demand for new places. From 2010, under the coalition government, two new types of Academy were introduced. While the original Academies were based on the idea of closing poor schools and replacing them by dramatically redesigned and restructured ones, the 2010 Academies Act allowed existing highly successful state-maintained schools to apply to become Academies as well. Further, while Labour had restricted Academy status to secondary schools, the Coalition extended it to primary and special schools. The result is that there has been a dramatic increase in the number and diversity of Academies. In addition to this, the 2010 Act introduced Free Schools, wherein groups of parents, teachers, or other sponsors can apply to start their own state-maintained, but officially ‘independent’, schools. These schools can either be completely new or the result of existing private schools applying to become state-maintained. The results of these changes remain under-researched. This book puts forward new research that examines the history and nature of Academies and Free Schools, the processes by which they have come into existence, and their effects in terms of social justice. The contributors do not all speak with one voice, but rather present a diversity of views on these important topics. Included in the collection are the results of research on pupil outcomes and socio-economic segregation; issues of identity and ethos in church academies; the problems of establishing free schools; the history of policy on Academies; and a comparison between Swedish independent schools and Academies and Free Schools. This book was originally published as a special issue of Research Papers in Education.
Academy 7
by Anne OsterlundWith a past too terrible to speak of, and a bleak, lonely future ahead of her, Aerin Renning is shocked to find she has earned a place at the most exclusive school in the universe. Aerin excels at Academy 7 in all but debate, where Dane Madousin?son of one of the most powerful men in the Alliance? consistently outtalks her. Fortunately Aerin consistently outwits him at sparring. They are at the top of their class until Dane jeopardizes everything and Aerin is unintentionally dragged down with him. When the pair is given a joint punishment, an unexpected friendship?and romance?begins to form. But Dane and Aerin both harbor dangerous secrets, and the two are linked in ways neither of them could ever have imagined. . . . .
An Academy at the Court of the Tsars: Greek Scholars and Jesuit Education in Early Modern Russia (NIU Series in Slavic, East European, and Eurasian Studies)
by Nikolaos A. ChrissidisThe first formally organized educational institution in Russia was established in 1685 by two Greek hieromonks, Ioannikios and Sophronios Leichoudes. Like many of their Greek contemporaries in the seventeenth century, the brothers acquired part of their schooling in colleges of post-Renaissance Italy under a precise copy of the Jesuit curriculum. When they created a school in Moscow, known as the Slavo-Greco-Latin Academy, they emulated the structural characteristics, pedagogical methods, and program of studies of Jesuit prototypes. In this original work, Nikolaos A. Chrissidis analyzes the academy's impact on Russian educational practice and situates it in the contexts of Russian-Greek cultural relations and increased contact between Russia and Western Europe in the seventeenth century. Chrissidis demonstrates that Greek academic and cultural influences on Russia in the second half of the seventeenth century were Western in character, though Orthodox in doctrinal terms. He also shows that Russian and Greek educational enterprises were part of the larger European pattern of Jesuit academic activities that impacted Roman Catholic and Eastern Orthodox educational establishments and curricular choices. An Academy at the Court of the Tsars is the first study of the Slavo-Greco-Latin Academy in English and the only one based on primary sources in Russian, Church Slavonic, Greek, and Latin. It will interest scholars and students of early modern Russian and Greek history, of early modern European intellectual history and the history of science, of Jesuit education, and of Eastern Orthodox history and culture.
Academy Dictionaries 1600-1800
by John ConsidineThis is the first unified history of the large, prestigious dictionaries of the seventeenth and eighteenth centuries, compiled in academies, which set out to glorify living European languages. The tradition began with the Vocabolario degli Accademici della Crusca (1612) in Florence and the Dictionnaire de l'Académie françoise (1694) in Paris, and spread across Europe - to Germany, Spain, England, Denmark, Sweden, the Netherlands, Portugal, and Russia - in the eighteenth century, engaging students of language as diverse as Leibniz, Samuel Johnson, and Catherine the Great. All the major academy and academy-style dictionaries of the period up to 1800, published and unpublished, are discussed in a single narrative, bridging national and linguistic boundaries, to offer a history of lexicography on a European scale. Like John Considine's Dictionaries in Early Modern Europe (Cambridge University Press, 2008), this study treats dictionaries both as physical books and as ambitious works of the human imagination.
The Academy in Crisis: Political Economy of Higher Education
by John W. SommerThe Academy in Crisis is a provocative contribution to an important debate....The costs of goverment support for American universities are not negligible. They include stress on some of the core values of universities and of science-vaules like openness, collaboration, and collegiality-and pressure, too, on other central institutional responsibilities, such as the education of undergradutes. Robert M. Rosenzweig, former president, Association of American Universities.
Academy Seven
by Anne OsterlundAerin Renning and Dane Madousin struggle as incoming students at the most exclusive academy in the Universe, both hiding secrets that are too painful to reveal, not realizing that those very secrets link them together.
Accelerated Action Learning: Using a Hands-on Talent Development Strategy to Solve Problems, Innovate Solutions, and Develop People
by William J. Rothwell Smita Singh (Dabholkar) Jihye LeeIn a knowledge-based society, people should not simply collect knowledge but should utilize and apply it to solve a problem. Action learning makes organizational members learn while solving real problems in the workplace. However, traditional action learning might not be effective for rapidly changing environments, because it is typically a process that requires substantial time. Therefore, this book provides a guideline on how to apply action learning quickly in workplaces—especially in virtual settings. Action learning allows the organization to develop people while, at the same time, getting work done. It is an alternative to classroom-based and online learning programs. In addition, it can also be an alternative to the instructional systems design (ISD) model or the successive approximation model (SAM) as a means of developing planned instruction if used for that purpose. Action learning can be an effective tool for Web 2.0 learning. Many organizations are now using self-directed teams and other team formats for work. It makes sense to revisit planned on-the-job training and learning with an emphasis on teams. Action learning is a process involving a small group with facilitators and action-learning process managers, so it is one of the best options for team-based problem-solving. This book provides real action learning cases. There are needs that have emerged in these post-pandemic times. There is a need to explain how action learning can be applied to various settings, issues, and challenges. Since COVID-19 occurred, many people must work in virtual or hybrid settings. This book gives trainers—who could be HR managers, operating managers, or learning and development professionals—guidelines that can be used in virtual settings to meet the new needs. Essentially, this book is written for team facilitators, supervisors, managers, or team members who wish to plan action-oriented, problem-based, and work-related learning experiences in real time. Because many action-learning books are written for an academic audience, it is not easy to put action learning into practice. Therefore, the goal of this book is to provide guidelines on how action learning starts, what basic principles should be considered, and what tools and techniques are needed for rapid action learning. The book is intended to be a primer on how to facilitate a planned learning project in a team or workgroup.
Accelerated Expertise: Training for High Proficiency in a Complex World (Expertise: Research and Applications)
by Robert R. Hoffman Paul Ward Paul J. Feltovich Lia DiBello Stephen M. Fiore Dee H. AndrewsSpeed in acquiring the knowledge and skills to perform tasks is crucial. Yet, it still ordinarily takes many years to achieve high proficiency in countless jobs and professions, in government, business, industry, and throughout the private sector. There would be great advantages if regimens of training could be established that could accelerate the achievement of high levels of proficiency. This book discusses the construct of ‘accelerated learning.’ It includes a review of the research literature on learning acquisition and retention, focus on establishing what works, and why. This includes several demonstrations of accelerated learning, with specific ideas, plans and roadmaps for doing so. The impetus for the book was a tasking from the Defense Science and Technology Advisory Group, which is the top level Science and Technology policy-making panel in the Department of Defense. However, the book uses both military and non-military exemplar case studies.
Accelerated Leadership Development: How to Turn Your Top Talent into Leaders
by Ines WichertAs organizations adapt to an increasingly volatile and complex world, it is crucial that HR and Learning and Development (L&D) professionals ensure that leadership development keeps pace and employees have the right skills and capabilities to operate successfully in leadership positions. Accelerated Leadership Development shows how organisations can accelerate the career progression of their top talent and reduce the journey time from entry level to senior executive roles. It covers the entire acceleration process from how to identify which individuals are right for accelerated leadership development, to what roles are best suited for stretch assignments, and how to avoid burnout. Packed with insights from HR experts and business leaders from across the globe, Accelerated Leadership Development shows how this type of development works in practice, what makes it successful and highlights the potential pitfalls to look out for. Debunking the myth that one size of leadership development fits all, this book includes specific guidance on how to tailor leadership development to women and millennials. Full of practical advice, tips and techniques, this is an essential book for anyone looking to develop their very best employees.
Accelerated Learning for the 21st Century
by Colin RoseWe live in an era when the unprecedented speed of change means: The only certainty is uncertainty; you can't predict what skills will be useful in ten years time; in most professions knowledge is doubling every two or three years; and no job is forever--so being employable means being flexible and retraining regularly.Accelerated Learning into the 21st Century contains a simple but proven plan that delivers the one key skill that every working person, every parent and student must master, and every teacher should teach: it's learning how to learn. The theory of eight multiple intelligences (linguistic, logical-mathematical, visual-spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist) developed by Howard Gardner at Harvard University provides a foundation for the six-step MASTER-Mind system to facilitate learning (an acronym for Mind, Acquire, Search, Trigger, Exhibit, and Review), and is enhanced by the latest findings on the value of emotion and memory on the process of learning.Combined with motivational stories of success applying these principles, and putting forth a clear vision of how the United States can dramatically improve the education system to remain competitive in the next century, Accelerated Learning into the 21st Century is a dynamic tool for self-improvement by individuals as diverse as schoolchildren and corporate executives.From the Trade Paperback edition.
Accelerated Studies in Physics and Chemistry: A Mastery-Oriented Curriculum
by John D. MaysASPC is an ideal first science course designed for honors-level or accelerated high school students. It can be used for other science classes in high school as well. Teachers may be familiar with IPC courses (integrated physics and chemistry). ASPC is similar but goes deeper into topics so that students get a more enduring introduction. ASPC also moves along a little faster than our other physics offering, Introductory Physics. This accelerated text is for students who love science, are motivated, and are quick on the uptake. Typically, these are students who at least took Algebra I in the 8th grade. They also are organized and know how to study. They also will read the text. As with all Centripetal Press curriculum, ASPC is a "mastery-oriented" text. Mastery learning means different things to different people. To us, it means a series methods and strategies that dramatically improve student retention of content. And Centripetal curriculum has a proven history of accomplishing this. For a full explanation of mastery methods and a philosophy of science education that will transform your school or home learning context, read our forthcoming book from Wonder to Mastery. In short, mastery learning begins with cumulative weekly quizzes (available on the Resource CD for this book). Next, the text is designed to require students to utilize skills and rehearse concepts throughout the school year so that they become a permanent part of the student's knowledge. This is explained further in the introduction. Some of the skills students will learn permanently include unit conversions, scientific notation, significant digits, metric prefixes and more. They will also learn measurement and lab experiment stills through the 6 lab experiments for this text, which can be explored in the book Experiments for Introductory Physics and ASPC. ASPC challenges students to write and speak scientific information accurately and succinctly in their lab reports and chapter exercises. No multiple choice here. As in the real world, exercises and quiz questions consist of either calculation problems or short answer. This course consists of roughly 70% physics and 30% chemistry (see the Table of Contents by clicking the button on this page for more information). As described in our article Sequencing the Secondary Science and Math Curriculum, we recommend the "physics first" approach to high school science because of its advantages over the standard biology-chemistry-physics sequence. Energy, work, Newton's Laws of Motion, substances, electrical circuits, the atomic model, the periodic table, atomic bonding, and other subjects can be closely investigated with Algebra I proficiency.
Accelerating Academia: The Changing Structure Of Academic Time (Palgrave Studies In Science, Knowledge And Policy Ser.)
by Filip VostalFilip Vostal examines the changing nature of academic time, and analyzes the 'will to accelerate' that has emerged as a significant cultural and structural force in knowledge production.
Accelerating Learning for All, PreK-8: Equity in Action
by Rebecca McKinney Colleen UrlikEnsure high expectations and engaging learning experiences for all students Providing all students with authentic experiences focused on strengths and learning progression—not deficits and gap filling—can change their trajectory. It’s time to use strategies typically reserved for advanced and gifted learners to advance all students’ learning. Designed to support equitable access and opportunities through rigorous and engaging assessment, curriculum, and instruction, Accelerating Learning for All, PreK-8, provides strategies to move all students towards becoming independent critical thinkers and problem-solvers—a goal that should not be contingent on background, assessment performance, or zip code. Packed with evidence-based practices and culturally responsive teaching methods, this book includes: Strategies to support diverse learners and develop student voice Support for social emotional learning Tools, prompts, and exercises The current educational environment is ripe for change. Authors McKinney and Urlik help teachers put equity into action with strategies proven to deepen and accelerate learning for all.
Accelerating Learning for All, PreK-8: Equity in Action
by Rebecca McKinney Colleen UrlikEnsure high expectations and engaging learning experiences for all students Providing all students with authentic experiences focused on strengths and learning progression—not deficits and gap filling—can change their trajectory. It’s time to use strategies typically reserved for advanced and gifted learners to advance all students’ learning. Designed to support equitable access and opportunities through rigorous and engaging assessment, curriculum, and instruction, Accelerating Learning for All, PreK-8, provides strategies to move all students towards becoming independent critical thinkers and problem-solvers—a goal that should not be contingent on background, assessment performance, or zip code. Packed with evidence-based practices and culturally responsive teaching methods, this book includes: Strategies to support diverse learners and develop student voice Support for social emotional learning Tools, prompts, and exercises The current educational environment is ripe for change. Authors McKinney and Urlik help teachers put equity into action with strategies proven to deepen and accelerate learning for all.
Accelerating The Learning Of All Students: Cultivating Culture Change In Schools, Classrooms And Individuals (Renewing American Schools Ser.)
by Christine FinnanIsn't acceleration just for gifted kids? This is a common assumption when we think about who benefits from efforts to accelerate student learning. For generations, students identified as gifted have been separated from other students and provided enriched learning opportunities many adults believe would be wasted on other students. More recently, in response to failed efforts to remediate low-achieving students, the term has been extended to efforts to reverse the negative effects of grade retention for many low-achieving students. The most promising application of the term involves efforts to extend the curriculum and instruction usually reserved for gifted students to all students.Accelerating the Learning of All Students: Cultivating Culture Change in Schools, Classrooms, and Individuals explores the multiple applications of the term "acceleration" and the assumptions that shape schools, classrooms, and individuals that encourage and discourage efforts to accelerate the learning of all students. This book begins with an exploration of the multiple definitions of acceleration, examining the social and historical context that led to an emphasis on labeling and sorting students. Descriptions of exemplary programs geared to each group of students provide useful ideas for addressing special needs of students. These descriptions also illustrate the wisdom of providing a rich, challenging learning experience to all students rather than focussing on separating them for special instruction. The book proceeds to explore the conditions in schools and classrooms that facilitate or hinder efforts to accelerate learning of all students. Focusing on the importance of changing individuals' assumptions about students, adult roles in schools, acceptable educational practices, appropriate communication patterns and the value of change, the book ends with a challenge to all of us to assume responsibility for making schools a better place for all students. Written by authors who bring a wealth of experiences to this topic, Christine Finnan and Julie D. Swanson draw on their own research and experience and on current research to provide a much-needed exploration of issues surrounding efforts to effectively educate all students. Accelerating the Learning of All Students provides hope to all citizens and educators that the dismal history of educating low-income students can be turned around, and that all students can be provided the rich, engaging educational experience that has historically been reserved only for those identified as gifted.
Accelerating Science and Engineering Discoveries Through Integrated Research Infrastructure for Experiment, Big Data, Modeling and Simulation: 22nd Smoky Mountains Computational Sciences and Engineering Conference, SMC 2022, Virtual Event, August 23–25, 2022, Revised Selected Papers (Communications in Computer and Information Science #1690)
by Kothe Doug Geist Al Swaroop Pophale Hong Liu Suzanne Parete-KoonThis book constitutes the refereed proceedings of the 22nd Smoky Mountains Computational Sciences and Engineering Conference on Accelerating Science and Engineering Discoveries Through Integrated Research Infrastructure for Experiment, Big Data, Modeling and Simulation, SMC 2022, held virtually, during August 23–25, 2022. The 24 full papers included in this book were carefully reviewed and selected from 74 submissions. They were organized in topical sections as follows: foundational methods enabling science in an integrated ecosystem; science and engineering applications requiring and motivating an integrated ecosystem; systems and software advances enabling an integrated science and engineering ecosystem; deploying advanced technologies for an integrated science and engineering ecosystem; and scientific data challenges.
Accelerating Student and Staff Learning: Purposeful Curriculum Collaboration
by Kay Psencik"This book brings new focus to the rich history of ideas and strategies shown to improve student learning, helping educators at all levels see not only the value of using proven strategies, but the importance of integrating those strategies into purposeful improvement efforts."—Thomas R. Guskey, Distinguished Service ProfessorGeorgetown College"This is a book of action. The author calls for leaders in school communities to be bold, courageous, committed, and aggressive in the actions required to achieve desired increases in student learning."—Charles Patterson, Educational ConsultantFormer President, Association for Supervision and Curriculum DevelopmentDramatically raise student achievement by engaging educators in collaborative curriculum design and professional development!Teachers, teacher leaders, principals, and staff developers can build a collaborative culture and improve staff and student performance with this content-focused, step-by-step model that ties curriculum design to teacher growth. Kay Psencik provides a powerful process whereby teachers work together in teams to examine standards, gain a deep understanding of content, create curriculum maps, and design common formative assessments. Professional development leaders can inspire and challenge teachers to:Confront assumptions about learning and professional development Clarify and establish complex standardsEmbed conversations about the curriculum into daily workWith hands-on tools, templates, and resources, readers can help teachers become more skilled in their instruction, create a school-based curriculum that is tied to standards, and accelerate the learning of both students and staff.
Accelerating the Education Sector Response to HIV
by Donald Bundy Anthi Patrikios Lesley Drake Changu Mannathoko Stella Manda Bachir Sarr Andy TembonThe education sector plays a key "external" role in preventing and reducing the stigma surrounding HIV/AIDS. It also plays an important "internal" role in providing access to care, treatment, and support for teachers and education staff, a group that in many countries represents more than 60 percent of the public sector workforce. The education sector can also have a critically important positive effect on the future: Even in the worst-affected countries, most schoolchildren are not infected. For these children, there is a chance to live lives free from AIDS if they can be educated on the knowledge and values that can protect them as they grow up. The authors of 'Accelerating the Education Sector Response to HIV' explore the experiences of education sectors across Sub-Saharan Africa as they scale up their responses to HIV/AIDS within the Accelerate Initiative Working Group, established in 2002 by the Joint United Nations Programme on HIV/AIDS (UNAIDS) Inter-Agency Task Team on Education. This book demonstrates that leadership by the ministries of education and commitment from key development partners are crucial for mobilizing activities and that full participation of all stakeholders is required for effective implementation. This book summarizes the experiences of technical Focal Points from the 37 ministries of education in Sub-Saharan Africa, which are represented on the sub-regional networks for HIV and Education. These experiences prove that the education sector response can play a crucially important role in the multisectoral national responses to this epidemic.
Acceleration for Gifted Learners, K-5
by Joan F. Smutny Sally Y. Walker Elizabeth A. MeckstrothThis valuable book dispels common myths about acceleration, reviews social/emotional considerations, and provides tools for effectively determining the most appropriate learning options for gifted students.
Acceleration Strategies for Teaching Gifted Learners
by Joyce Vantassel-BaskaAcceleration, or the idea that gifted students should be allowed to move more quickly through a subject area, is a practice supported by a wide body of research. However, it can be a challenge to implement. This book focuses on multiple strategies for accelerating gifted children in any school setting. In this concise introduction to the topic, Dr. VanTassel-Baska offers many teacher-friendly ways in which acceleration can be employed in classrooms at all levels and in all subject areas. The author offers specific strategies for identifying candidates for acceleration, programmatic approaches to employ, and teacher strategies to use for content acceleration in the classroom.
Accented Futures: Language activism and the ending of apartheid
by Carli CoetzeeIn this wonderfully original, intensely personal yet deeply analytical work, Carli Coetzee argues that difference and disagreement can be forms of activism to bring about social change, inside and outside the teaching environment. Since it is not the student alone who needs to be transformed, she proposes a model of teaching that is insistent on the teacher?s scholarship as a tool for hearing the many voices and accents in the South African classroom. For Coetzee, ?accentedness? is a description for actively working towards the ending of apartheid by being aware of the legacies of the past, without attempting to empty out or gloss over the conflicts and violence that may exist under the surface. In the broad context of education, ?accent? can be an accent of speech; an attitude; a stance against being ?understood?; yet a way of teaching that requires teacher and pupil to understand each other?s contexts. This is a book about the relationships created by the use of language to convey knowledge, particularly in translation. The ideas it presents are evocative, thought-provoking and challenging at times. Accented Futures makes a significant and important contribution to research on identity in post-apartheid South Africa as well as to the fields of education and translation studies.
Acceptance
by David L. MarcusGwyeth Smith, known as Smitty, is a nationally renowned guidance counselor who believes that getting into college should be a kid's first great moment of self-discovery. In Acceptance, David L. Marcus, Pulitzer Prize-winning former education writer for U.S. News & World Report, spins an absorbing narrative of a year in the lives of Smitty and "his" kids. At a diverse public school in Long Island, New York, Smitty works his unique magic on students' applications and their lives, helping them find the right college by figuring out who they are, rather than focusing on what their test scores, grades, and finances reflect. Loaded with advice that readers can apply to their own college searches, Acceptance is a book that thousands of students and their parents will find indispensable.
Accepted!: Secrets to Gaining Admission to the World's Top Universities
by Jamie BeatonHow do you REALLY get accepted to a top university? Told from the fresh and personal perspective of 26-year-old Crimson Education CEO and Harvard, Stanford, and Oxford graduate Jamie Beaton, Accepted! is an honest and practical guide on beating the odds and getting into Ivy League and other elite schools – the smart way. Beaton takes you behind the doors of the world's top college admissions offices, revealing the highly strategic selection processes applied by institutions whose reputations depend on the number of students they admit, or more pointedly, the tens of thousands that they don't. In Accepted!, Beaton delivers the ultimate insider "how to" and disrupts cliched admissions advice with savvy strategies like: Moneyballing the university rankings and increasing your chances of admission Class spamming your way to academic supremacy and acceptance Playing the early application dating game and understanding how institutions are using it to their reputational advantage Packed with real-life examples from the thousands of students Beaton has helped land a spot at Yale, Oxford, Stanford, and other esteemed global universities, Accepted! is a never-before assembled culmination of secrets, insights, and application strategies guaranteed to maximize your chances of "getting in" to the school of your choice. From ambitious students and their supportive parents to academic advisors and admissions professionals, Accepted! is the must-read guide to demystifying the often-convoluted and increasingly competitive world of elite college admissions.
Accepting Greatness: Planning for Success on Your College Journey
by Adetokunbo FatokeAccepting Greatness Planning for Success on Your College Journey First Edition